The development of symbol-infused joint engagement
Abstract
Fifty-six children were observed longitudinally from 18 to 30 months of age interacting with their mothers during a Communication Play that contained 8 scenes designed to encourage interacting, requesting, commenting, and narrating. Of primary concern was how often symbols infused the child's states of engagement with people and objects and how experience in such symbol-infused states related to language acquisition. Findings indicate that symbols increasingly infuse joint engagement, and that both the timing and the trajectory vary widely among typically developing toddlers, especially during the last half of the 2nd year. Moreover, variations in amount of symbol-infused supported joint engagement may both be influenced by variations in the onset of language and contribute to differences in language facility at 30 months.
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Early skills may affect language outcome because they require a shared focus of attention that enables the child to acquire socially learned skills such as language.
“Theoretically, these early skills may affect language outcome because they require a shared focus of attention that enables the child to acquire the types of skills that are socially learned, such as language.7,8”
From Longitudinal follow-up of children with autism receiving targeted interventions on joint attention and play (2012) · cites this paper as [7]
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- Authors
- Adamson, L. B., Bakeman, R., & Deckner, D. F.
- Affiliations
- Georgia State University (US)
- Venue
- Child Development
- Publisher
- Oxford University Press (OUP)
- Published
- 2004-07-01
- Volume
- 75
- Issue
- 4
- Pages
- 1171-1187
- ISSN
- 0009-3920 (ISSN-L)
- 1467-8624
- OpenAlex
- W2046910034
- Cited by
- 370
- References
- 80
- Citations by year
- 2026: 11 · 2025: 12 · 2024: 19 · 2023: 13 · 2022: 18 · 2021: 30 · 2020: 52 · 2019: 16 · 2018: 11 · 2017: 25 · 2016: 26 · 2015: 31 · 2014: 15 · 2013: 25 · 2012: 14
- FWCI
- 8.34
- Type
- journal article
- Language
- en
- Open access
- closed
- Licence
- Locations
- Child Development (publishedVersion)
- PubMed (publishedVersion)
- Funders
- National Institutes of Health (1r55hd035612-01)
- Eunice Kennedy Shriver National Institute of Child Health and Human Development (R01HD35612, R01HD035612, R55HD35612)
- Topics
- Social Sciences › Psychology › Developmental and Educational Psychology › Language Development and Disorders
- Social Sciences › Psychology › Developmental and Educational Psychology › Child and Animal Learning Development
- Social Sciences › Psychology › Developmental and Educational Psychology › Hearing Impairment and Communication
- Keywords
- toddlers, language acquisition, mother-child interaction, social engagement, longitudinal development
- MeSH terms
- Adult, Child, Child Language, Communication, Follow-Up Studies, Humans, Interpersonal Relations, Language Tests, Mothers, Play and Playthings, Symbolism, Videotape Recording
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